The Illinois State Board of Education (ISBE) believes that increased student learning requires the
consistent practice of providing high quality instruction matched to student needs. Response to
Intervention (RtI) is a general education initiative which requires collaborative efforts from all
district staff, general educators, special educators and bilingual/ELL staff. In a quality
educational environment student academic and behavioral needs must be identified and
monitored continuously with documented student performance data used to make instructional
The process of such identification and continuous monitoring are the foundational pieces of a
successful system of early interventions. The success of all students toward the Illinois Learning
Standards is improved when instructional and behavioral goals are frequently monitored. Data
derived from such monitoring should then inform instructional strategies gauged to enhance
success. It is important to note that it is through the continuous use of progress monitoring and
analysis of student academic and behavioral growth that proper instructional and curricular
responses may be made.
The proposed state framework supporting the development of a system of scientifically, research
based interventions is outlined in the remainder of this document. As districts develop their RtI
Plans by January 2009, their plans shall support a fluid model of response to interventions of
varying intensity to meet the needs of all students.
What is RtI?
Response to Intervention (RtI) is “the practice of providing 1) high-quality instruction/
intervention matched to student needs and 2) using learning rate over time and level of
performance to 3) make important educational decisions” (Batsche, et al., 2005). This means
using differentiated instructional strategies for all learners, providing all learners with scientific,
research-based interventions, continuously measuring student performance using scientifically
research-based progress monitoring instruments for all learners and making educational
decisions based on a student’s response to interventions.
RtI has three essential components:
1) Using a three tier model of school supports
Within an RtI framework, resources are allocated in direct proportion to student needs.
2) Utilizing a problem-solving method for decision-making
Across the tiers, the problem solving method is used to match instructional resources to educational needs
3) Having an integrated data system that informs instruction
Within an RtI model, progressively more intensive interventions and supports are coupled with more
frequent progress monitoring of student achievement in order to guide the educational planning.
*For a more indepth explanation of the entire framework, click here: Illinois State RtI Plan
Below is UTHS RtI information, UTHS Contacts, and Materials for you to use in assisting your student.
It will be updated as new resources are made available.
|UTHS RtI INFORMATION & HANDOUTS||CONTACTS|
|What is RtI?||Shannon Miller||Director of Curriculum and Instruction||752-1630|
|Parent’s Information||Regina Boland||School Psychologist||752-1600|
|Response to Intervention e-book|
|RtI for High Schools|
|UTHS Parent’s Guide – Section 504
UTHS 504 Desk Reference
|UTHS RtI Pyramid|
|UTHS RtI Flowchart Tier 1 & Tier 2|
|Time Management Tips|
|Study Skills Handout|